scholarly journals Inclusion in the work with children with autism spectrum disorders

2017 ◽  
Vol 15 (3) ◽  
pp. 69-72 ◽  
Author(s):  
L. Dormand ◽  
E.F. Shvedovskiy
Keyword(s):  
Inclusive Education ◽  
Personal Experience ◽  
Autism Spectrum ◽  
State University ◽  
Resource Center ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Moscow State University ◽  
Practical Conference

Work fellow of Federal recourse center with the support of Moscow state university of psychology and education press-office had an interview with Lorraine Dormand, the director of the Robert Ogden School for children with ASD, managed by UK’s National autistic society. Mrs. Dormand took part in the IV International scientific and practical conference «Inclusive education: continuity of inclusive culture and practice», which was held in the end of June in Moscow. Following issues were discussed: the role of inclusion in the education system of Russia and Great Britain, general impression from the Federal resource center visit and personal experience of working with children with ASD. The interview was held at June 23 2017 during the visit to the Federal Resource Center for Organization of Comrehencive Support for Children with ASD.

scholarly journals Development and use of schedules in education of elementary school children with ASD

2015 ◽  
Vol 13 (3) ◽  
pp. 11-20 ◽  
Author(s):  
Y.A. Sharova
Keyword(s):  
Elementary School ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
State University ◽  
School Students ◽  
Children With Asd ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Moscow State University

The work on preparedness for education of elementary school students with autism disorders can be greatly facilitated by the use of the methods that allow to structure child's knowledge about necessary changes. The use of schedules greatly facilitates the process of education, guiding and work on children's adaptation. The article describes stages of the work on inclusion and use of general and individual schedules in two groups of children with intellectual disabilities and autism spectrum disorders in preschool classes. This work was conducted in the Center for Psychological, Medical and Social Support to Children and Adolescents of the Moscow State University of Psychology and Education. The article contains examples of the use schedules to increase independence and to reduce anxiety in children with autism spectrum disorders.

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

scholarly journals Role of Inner Speech on Serial Recall in Children with ASD: A Pilot Study Using the Luria Hand Test

2018 ◽  
Vol 2018 ◽  
pp. 1-7
Author(s):  
Shota Mitsuhashi ◽  
Shogo Hirata ◽  
Hideyuki Okuzumi
Keyword(s):  
Serial Recall ◽  
Cognitive Abilities ◽  
Articulatory Suppression ◽  
Autism Spectrum ◽  
Social Impairment ◽  
Inner Speech ◽  
Children With Asd ◽  
Hand Test ◽  
Spectrum Disorders

This study was conducted to investigate the relation between the effect of articulatory suppression on the serial recall and severity of social impairments among children with autism spectrum disorders (ASD). The Luria hand test (LHT) was administered to evaluate the capacity for serial recall in 13 children with ASD. The LHT was administered under three conditions: control, under articulatory suppression, and under spatial suppression. Performance on the LHT of children with ASD was significantly lower in terms of both articulatory suppression and the spatial suppression condition. Moreover, the severity of social impairment in children with ASD was related to individual differences of effects of articulatory suppression on the LHT, but not with effects of spatial suppression. These results support the notion that dialogic inner speech which mediates complex cognitive abilities has inherently social origins.

scholarly journals Effective Academic Performance Assessment in Children with Autism Spectrum Disorders

2020 ◽  
Vol 25 (1) ◽  
pp. 16-25
Author(s):  
D.S. Pereverzeva ◽  
E.I. Braginets ◽  
S.A. Tyushkevich ◽  
N.L. Gorbachevskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Process ◽  
Students With Special Needs ◽  
Children With Asd ◽  
Spectrum Disorders

The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.

scholarly journals On the efficiency of the educational organization interactions with the parents of children with ASD

2018 ◽  
Vol 16 (4) ◽  
pp. 35-41
Author(s):  
G.V. Mitrofanova
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Organization ◽  
Educational Support ◽  
Children With Asd ◽  
Education Environment ◽  
Inclusive School ◽  
Spectrum Disorders

The article deals with the problem of psychological and pedagogical support of parents of children with autism spectrum disorders in the inclusive education environment. The results of the efficacy study of secondary schools specialists’ interaction with parents are presented. Findings reveal that many parents are satisfied with the form of interaction with the educational organization, but at the same time they need additional consultations and various events that promote the establishment of partnerships with school specialists. Conclusion is made about the necessity for a specially organized psychological and educational support for parents of children with autism spectrum disorders studying in an inclusive school.

scholarly journals Adaptation of educational tasks for children with autism spectrum disorders

2016 ◽  
Vol 14 (2) ◽  
pp. 20-28
Author(s):  
A.V. Khaustov ◽  
O.V. Zagumennaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Russian Language ◽  
Second Grade ◽  
State University ◽  
Learning Tasks ◽  
Spectrum Disorders ◽  
Moscow State University ◽  
Different Levels

The second part of the article describes variations of adapted learning tasks of different levels for children with autism spectrum disorders who study in second grade according to adapted basic educational programs. The article presents examples of tasks for mathematics, Russian language, literary reading and environmental studies. The materials were developed and tested in the Center for psychological, medical and social help for children and adolescents of Moscow State University of Psychology and Education.

scholarly journals Tutor Support Practices with Children with Severe Forms of Autism in Elementary School

2019 ◽  
Vol 17 (3) ◽  
pp. 47-59
Author(s):  
S.B. Gordeeva
Keyword(s):  
Elementary School ◽  
Autism Spectrum Disorders ◽  
General Education ◽  
Intellectual Disabilities ◽  
Education Program ◽  
Autism Spectrum ◽  
Resource Center ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Support Practices

Autism spectrum disorders belong to the category of disorders that impede the process of educating children, which is often ineffective without tutorial support. Examples of tutor practice, support techniques of children with intellectual disabilities and detailed comments on cases are presented. Tutor support realized in the school department of the Federal Resource Center for the Organization of Comprehensive Support to Children with ASD. Education was provided in adopted general education program of primary general education for students with health limitations (Program 8.4). The differences in the functions of the tutor and teacher in the classroom, the importance of observing ethical rules in communicating with the children, colleagues and parents are emphasized.

scholarly journals Experience in organizing psychological and pedagogical support to families raising children with ASD in the resource center "Nadezhda" of Volzhsky town

2019 ◽  
Vol 17 (4) ◽  
pp. 51-56
Author(s):  
O. Voloshchuk ◽  
S. Karpova ◽  
E. Kazachkova
Keyword(s):  
Leisure Activities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Raising Children ◽  
Resource Center ◽  
Volgograd Region ◽  
The Family ◽  
Spectrum Disorders

High-quality psychological and pedagogical support of a child is impossible without work with the family. The process of organizing of psychological and pedagogical support for families raising children with autism spectrum disorders in the resource center of the Regional Rehabilitation Center for Disabled Children "Nadezhda" in Volzhsky, Volgograd Region is described. The process of psychological and pedagogical support of families includes: diagnostics, informational support, teaching parents of competencies in raising and educating of children, involving parents in everyday correctional and development process, leisure activities. The role of interaction between specialists and parents, as well as role of the “School of Effective Parenting”, held in the “Nadezhda” Center emphasized in improving the quality of life of the family.

The role of Marx’s “Capital” studies in the formation of Russian economists (The roundtable discussion at Lomonosov Moscow State University)

2018 ◽  
pp. 102-117 ◽  
Author(s):  
V. S. Avtonomov ◽  
A. A. Auzan ◽  
L. M. Grigoryev ◽  
A. I. Kolganov ◽  
R. M. Nureev ◽  
...  
Keyword(s):  
Public Administration ◽  
Personal Experience ◽  
Intellectual Development ◽  
Karl Marx ◽  
State University ◽  
Roundtable Discussion ◽  
Heritage Studies ◽  
Russian Universities ◽  
Moscow State University

The roundtable took place on May 18, 2018 within the International forum MARX—XXI in commemoration of Karl Marx 200th birth anniversary. The event gathered leading Russian economists representing Lomonosov Moscow State University, Higher School of Economics, Financial University, Russian Academy of National Economy and Public Administration. The participants of the roundtable assessed the role of Karl Marx’s heritage studies in the intellectual development of contemporary Russian economists, shared their personal experience in Karl Marx’s “Capital” studies during the special seminar at the economic faculty of Moscow State University, determined the most challenging problems of today, which were raised by Marx, and presented their recommendations on Karl Marx’s works studies in Russian universities.

scholarly journals Autism Spectrum Disorders and the Gut Microbiota

Nutrients ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 521 ◽  
Author(s):  
Antonella Fattorusso ◽  
Lorenza Di Genova ◽  
Giovanni Dell’Isola ◽  
Elisabetta Mencaroni ◽  
Susanna Esposito
Keyword(s):  
Clinical Trials ◽  
Autism Spectrum Disorders ◽  
Gut Microbiota ◽  
Autism Spectrum ◽  
Current Evidence ◽  
Low Grade ◽  
Gut Dysbiosis ◽  
Children With Asd ◽  
Spectrum Disorders

In recent years, there has been an emerging interest in the possible role of the gut microbiota as a co-factor in the development of autism spectrum disorders (ASDs), as many studies have highlighted the bidirectional communication between the gut and brain (the so-called “gut-brain axis”). Accumulating evidence has shown a link between alterations in the composition of the gut microbiota and both gastrointestinal and neurobehavioural symptoms in children with ASD. The aim of this narrative review was to analyse the current knowledge about dysbiosis and gastrointestinal (GI) disorders in ASD and assess the current evidence for the role of probiotics and other non-pharmacological approaches in the treatment of children with ASD. Analysis of the literature showed that gut dysbiosis in ASD has been widely demonstrated; however, there is no single distinctive profile of the composition of the microbiota in people with ASD. Gut dysbiosis could contribute to the low-grade systemic inflammatory state reported in patients with GI comorbidities. The administration of probiotics (mostly a mixture of Bifidobacteria, Streptococci and Lactobacilli) is the most promising treatment for neurobehavioural symptoms and bowel dysfunction, but clinical trials are still limited and heterogeneous. Well-designed, randomized, placebo-controlled clinical trials are required to validate the effectiveness of probiotics in the treatment of ASD and to identify the appropriate strains, dose, and timing of treatment.

Sign in / Sign up

Export Citation Format

Share Document